Facilitator Schedule & Outline

FacilitationSession DesignFinancial Literacy

A facilitator schedule and outline for the Investing vs Gambling high school workshop — a 120-minute live session that helps students distinguish investing from gambling. Timing, activities, and facilitator talking points are mapped out so the session runs smoothly, stays on objective, and can be repeated consistently across facilitators.

Investing vs Gambling

Schedule & Outline

Time	Activity
Pre-Workshop	Learners complete and submit the pre-workshop questionnaire, which allows us to identify a baseline of their knowledge on the subject matter.
44 minutes	Class discussion (addressing misconceptions), lecture, and examples through storytelling Discussion questions: Gambling vs investing, risk vs reality Lecture: Definitions of gambling and investing, psychological impact Examples of gambling and investing, psychological impact Discussion questions: Natural consequences of gambling Concept introduction: Compound interest, Rule of 72 Example: Rule of 72 in action for investments and with debt
5 minutes	Break
12 minutes	Learners will break off into groups of three and respond to each other on the provided discussion questions. Discussion questions will be centered on the following goals: If a friend you trust — or an influencer you follow — told you they made $500 on a sports bet last weekend and sent you a screenshot to prove it, how would that make you feel? What would you do? And what's the one thing from today's lesson that you'd want to remember in that exact moment? The lesson talked about how your brain can't tell the difference between winning and almost winning — and how that feeling makes you want to try again. Have you ever felt that pull — in a game, a loot box, a bet, or anything else? How do you think that feeling affected your decision-making? You've seen how small, consistent amounts of money can grow into something significant over time — even starting at $50 a month. Think about where your money is going right now: food runs, in-app purchases, subscriptions, clothing hauls, whatever it is for you. If you redirected even a portion of that into an account working for you instead — what could it realistically become? What would that mean for you if this became real? What's one takeaway from today that stuck to you, and how would you apply it in real life?
4 minutes	Learners are broken into teams for jeopardy. Instructions are explained on how to play the game, and an example is provided.
30 minutes	Learners play jeopardy. Investing or Gambling? Terms & Definitions Money Psychology Anything Goes!
18 minutes	Learners complete and submit their assessment activity. Learners will receive a copy of their assessment. This is used as comparative data against the pre-workshop questionnaire to assess the workshop’s learning impact.
4 minutes	Learners are instructed on the homework post-workshop and the next steps to receive final credit for the session. Organizing and preparing notes and reflective responses to present to their legal guardian/parent Creating a proposed learning application practice to discuss with their legal guardian/parent Presenting to legal guardian/parent terms and concepts learned from the course Action Plan Activity: Learning Application • Legal guardian/parent and learner sign the take-home Action Plan form on what they have agreed on as their learning application practice choice Signature receipt of the form should reward/recognize the student for completing the workshop. The information submitted through the Action Plan: Learning Application form will be used as an additional data source in assessing the workshop’s impact on learning.

Created by Rebecca Chang

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